Research On The Design Of Senior High School Physics Teachers' Asking Questioning

Classroom questioning is the necessary link in teaching.Question is the key to the questioning,the The pros and cons of questions directly affect the effectiveness of the questioning.Magnetic field is an important part of physics in senior high school,which is one of the difficulties in physics teaching and learning in senior high school.The study of classroom questioning mainly tends to the effectiveness of questioning,the way of questioning and questioning strategies,while the research on questioning design,especially research on the question design about a subject in high school physics teaching is less.In this study,I selected high school physics classroom questioning of the "magnetic field" design as the research goal,based on the constructivism theory,the theory of the development area,Bloom education stratification theory,using the research methods of interviews,classroom observation,developing a research tool for classroom questioning of“magnetic field”problem,investigate to three different high school physics teachers,using theory to analyze survey results based on survey statistics.Research shows that the question concentrated on the review of knowledge,difficulty and turning of thinking;the level of "magnetic field" concentrated on the application level,the degree of the questions are moderate,the openness of question is not enough;a large part of questions in order to explicit physical facts and inspire students to think;there are many factors that influence design of questions,the important factors are many teachers,the students learning situation,teaching content;teachers in general preset for questions,the time of preset are not enough;the principles of teachers designare are common;teachers will reflect on the problem,but the reflection is limited,the degree of reflection is not enough;the sources of question varied of teacher experience.The suggestions of the research include: First,pay attention to the design of the question;Second,improve the teaching ability of the teachers about designing questions in classroom teaching;Third,apply more principle of designing question.